Intention to learn in MMOG : examining the roles of peer intrinsic and extrinsic motivation

Abstract

As a hedonic information system, Massively Multiplayer Online Game (MMOG) is a unique categorization of electronic game which allows thousands of players to play simultaneously through the Internet in the same virtual environment. While a growing number of researchers start to examine the educational values of MMOG and use them as educational platforms, the study of motivational drivers on players’ behavioral intention to learn receives very limited attention, especially from the causes of motivations driven by the characteristics which are unique to MMOG. Motivated by such concerns, this study formulates and tests a theoretical model to explain individual player’s intention to learn by peer motivation to play. The model employs motivational theories to propose two motivational drivers, namely Peer Intrinsic Motivation to Play and Peer Extrinsic Motivation to Play, and investigate the effects of the two constructs on MMOG players’ Intention to Learn Individually and Intention to Learn Collaboratively by building on the cognitive learning theory. The result shows that individual player’s Peer Intrinsic Motivation to Play has a significantly positive influence on their Intention to Learn Collaboratively, and their Peer Extrinsic Motivation to Play has a significantly positive influence on their Intention to Learn Individually. The findings of this study indicate potential implications to researchers, educators, game developers and MMOG players.